Abstract
In the context of mathematics education, self-efficacy is crucial for both students and future educators. For BSED Mathematics students, developing confidence in their mathematical capabilities equips them to tackle complex problems, demonstrate concepts with precision, and persist through academic challenges. This study explored the influence of accessibility gaps and facility deficiencies on the self-efficacy of BSED Mathematics students in Kolehiyo ng Pantukan. Using a descriptive-correlational design, data were collected from 99 students through adapted survey questionnaires. The findings revealed that students experienced high levels of accessibility gaps, particularly economic barriers, and high levels of facility deficiencies in school physical resources. Students also reported high self-efficacy in mathematics. The positive association between gaps/deficiencies and self-efficacy may reflect adaptive responses, such as resilience or reliance on personal competence, though these factors were not directly measured. Statistical and regression analyses confirmed that accessibility gaps and facility deficiencies significantly influence self-efficacy. The study underscores the need to address resource and facility challenges to support student confidence and learning outcomes.
